“I’ll take Manhattan"-U.S. History lesson(Adapted from History of US Vol. 2, Joy Hakim written by master teachers Barbara Dorff and Tamala Gnikpingo)

Essential QuestionWhy did free enterprise develop in the colonies?

Enduring Understanding

The American colonists borrowed the idea of private property from the English to establish the New World. During colonization free enterprise developed in the United States when the British acquired fertile and mineral rich land through conquest and purchase, and a large inexpensive and unskilled labor supply helped the American colonial economy grow. 8.15a

Instructional ActivitiesHook: Have students brainstorm ways a family can make money at home. (This could be for a purpose like raising money to help victims of hurricane Katrina.) What can they do or sell to make money? They might think of lemonade stand, sewing, washing windows, washing cars, dog sitting, baby sitting, bake or cook, yard work, fix cars, grow a garden, raise chickens and eggs, garage sale, etc.

Teacher explanation to students: In the United States citizens are allowed to make money in creative ways beyond a salary or job. We call this free enterprise. Free enterprise means that people can own land, invent, create new products or services, and sell them for profit. Free enterprise has four components (parts): Land, Labor, Capital, Entrepreneurship

The free enterprise system stresses private, rather than state, ownership of businesses and the importance of entrepreneurs in promoting economic growth and freedom.

I. Vocabulary Acquisition: free enterprise, entrepreneur, land, labor, capital, merchant, harbor Vocabulary Activity 1: Visual Discovery V1 Guided Practice: Teacher will demonstrate using the word Land to explain the “big idea” of the picture and how it relates to land. Independent Practice: Divide class into six groups. Give one vocabulary word to each group. Students will use the plantation picture to explain the “big idea” of the picture and how it relates to the vocabulary word.

Vocabulary Activity 2: Frayer Model (divide students into four groups.) Guided Practice: Teacher will demonstrate using the Frayer Model using one of the vocabulary words Independent Practice: Each group will fill out the Frayer Model for one of the words and then using the model, teach the word to the class using a skit or act-it-out, as well.

Vocabulary Activity 3: Visual Discovery-Checking for Understanding

II. Reading Reading Activity 1: Anticipation Guide (see attached). Reading Activity 2: Students read “The Dutch Do Manhattan”. Students will “ratiocinate” the reading sentence by sentence using highlighter markers. (one color for land, another color for labor, another color for capital, another for entrepreneurship). Compare answers in pairs, then groups, then as a class.

III. Critical Thinking: Picture comparison

IV. Debriefing Activity: Define free-enterprise and the terms: land, labor, capital, and entrepreneurship.Complete the chart to apply free-enterprise to the colonies.

Visual Discovery

V-8 Frayer Model (Doty, 2003)Modeling: The teacher will provide an example such as the one below as a model of what the students are expected to do to complete the assignment.

10 camps or locations set aside to place families of Japanese Americans during World War II. They could only

take a few possessions. It did not matter how loyal they were to the

United States.

DefinitionA place filled with goods and supplies needed for survival. The owner would buy, trade or sell goods.

Non examples(from your own life)

Examples(from your own life)

CharacteristicsA place filled with various needed goods, usually situated on a river bank or harbor, or near transportation where people can easily come to trade goods.

Grocery store or Wal-Mart store , or downtown Farmer’s Market

A church or home where things are not for sale or trade.

Trading Post

Frayer Model

Visual Discovery: Check for understanding

Brainstorm: What aspects of free enterprise do you observe in this picture? When was the picture? (during Exploration and Colonization of America…the 1600’s) Where was the picture? (in the American colonies) What was going on in the picture? (the Dutch were bartering with the Native Americans) How are the people dressed? What did each group have that the other group wanted? (land—trinkets) How did they figure out what to bring to the trade? (entrepreneurship) Who probably got the best deal? Why do you think that? In the picture do you find evidence of land? Labor? Capital? Entrepreneurship? Explain your

answers.

I’ll Take Manhattan

Before Reading Statement After Reading

Agree Disagree On Manhattan Island the Dutch built walls True False for protection from Native Americans.

Agree Disagree In 1626, the West India Company bought Manhattan True False Island, now called New York City, for $24.

Agree Disagree The Dutch believed furs were about as valuable as True False American gold.

Agree Disagree The Dutch merchants hoped to get rich in the new . True False world.

Agree Disagree The Dutch did not believe in slavery. True False

Agree Disagree According to the Native Americans, people could not True False. own land.

I’ll Take ManhattanAdapted from Joy Hakim, “Silvernails and Big Tub”

In 1609, Henry Hudson, an Englishman sailing on behalf of the Netherlands (Holland), traveled up a river which is now named the “Hudson River”. Because of that voyage, Holland claimed a large hunk of American land. It was wedged between the stern Puritans in the North and the Anglican tobacco planters in the South. Today that land is two states called New York and New Jersey.

In 1626 entrepreneurs in the Dutch West India Company made what may be the most famous real-estate deal in history. For capital they used beads and goods said to be worth $24, it bought Manhattan Island (now the center of New York City) and Long Island (both just off the coast of New York state) from the Native Americans who lived there. Since the Native Americans did not think people could own land, they many have thought they were outsmarting the white men.

By this time, the Dutch had decided that American furs might be almost as good as American gold, so they set up some trading posts. People in Europe were eager to by American furs. Beaver, bear, fox and other fur pelts could be made into spectacular hats, coats, and blankets. This was capitalism, or free-enterprise at work. The Dutch merchants hoped to get rich in the New World.

On Manhattan Island the people from Holland built a town called New Amsterdam. At one end they put a wall mostly to protect themselves from wolves, but also because cities in Europe had walls. Outside the wall were farms, which the Dutch called “bouweries”. Today a famous street nearby that old wall in New York is called “the Bowery.” It does not look much like a farm today.

Because of its great harbor, New Amsterdam was soon a sailor’s town, bustling with people who arrived on ships from faraway places. It was said that you could hear eighteen different languages being spoken in the city of New Amsterdam. Right away, in 1626, the Dutch brought slaves to New Amsterdam. You could buy a slave for about the same amount it would coast to pay a worker one year’s salary. Some people thought it made good sense to own slaves to use as labor force. It was an economic, or money, decision.

Write two things that are similar and two things that are different about each picture.Explain how both pictures show free enterprise.

http://www.alexslemonade.org/gallery

Debriefing Activity:

Define free-enterprise and the terms: land, labor, capital, and entrepreneurship. Fill out the chart below to show how free-enterprise applies to the American Colonies.

SettlementLand (who owns it?)

Labor(who works?)

Capital(whose money?)

Entrepreneurship(whose ideas?)

New England Colonies

Middle Colonies

Southern Colonies

Main IdeaI. Answer:

Who?____________________________________________________________________What?___________________________________________________________________When?___________________________________________________________________Where?__________________________________________________________________Why?____________________________________________________________________

II. Complete Sentence: (format: When, who what where because why…)__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________Example: In 1865 [when], the south [who] seceded from the Union [what] in the United States [where] over the issue of states’ rights, tariffs and slavery [why].